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W1 Overview: 6thW1 Overview: 7th6th Jump7th Write an argument using relevant evidence to support claimsStudents should: Write paragraphs (using teacher modeling) to writing full essays (also modeled by teacher)Independently write full essays prior to state testingEvidence should be a paraphrase, summary, or direct quote and should explain or support the argument presented2 source minimumBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Write arguments to support claims with clear reasons and relevant evidenceStudents should: Write extended essays as well as one or two paragraph responsesComplete a minimum of one large independent essay Include a variety of evidence such as paraphrase, summary, and direct quote which explain and support the argument3 source minimumSample task: Sample Task:6-7 REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W1: a: 6thW1: a: 7th6th Jump7th Introduce claim(s) and organize the reasons and evidence clearly Sample Strategies: Model what a strong, valid claim looks like using mentor texts, exemplars, and argumentative writing samplesModel identifying claims in sample textsModel writing a claim from various prompts 13145639351700Organize reasons Acknowledge opposing claimsBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logicallySample Strategies: Model a strong claim Model how to identify the opposing claim using exemplarsIntroduce and model to students a strong counterclaim Sample task: Sample Task: W1: b: 6thW1: b: 7th6th Jump7th Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.Sample Strategies: Model identifying strong, relevant evidenceTeach what makes evidence credibleModel appropriate paraphrasing techniques Model appropriate use of quotation marks when citing evidenceProvide exemplars for students to identify credible evidence Provide consistent feedback when students use evidence to support claimModel RACES strategy as format for body paragraphStudents should move to more logical reasons and credible sourcesBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Support claim(s) with logical reasons and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text Sample Strategies: Teach logical reasoning Model citing relevant evidence to support reasonsModel RACE strategy for body paragraphs Require a minimum of two pieces of evidence to support each reasonModel use of quotation marks to cite evidenceExplain how to find credible sourcesSample Task:Sample Task: W1: c: 6thW1: c: 7th6th Jump7th Use words, phrases, and clauses to clarify the relationship among claim(s) and reasonsSample Strategies: Model when to use appropriate transition wordsModel how appropriate transition words can clarify the relationship among claimsHave students evaluate mentor texts and peer texts for appropriate transitionsModel how to move away from basic transitions to higher level transitions1083826209117Simply clarify relationships among claim(s) and reasons Create cohesion Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use words, phrases, and clauses to create cohesion and clarify the relationship among claim(s), reasons, and evidence. Sample Strategies: Model use of appropriate transition words and introduce higher level transitions while modeling how to correctly incorporate them into writingModel use of words, phrases, and clauses that not only clarify relationships but also provide cohesion and are specific to argumentative writingSample Task:Sample Task: W1: d: 6thW1: d: 7th6th Jump7th Establish and maintain formal styleSample Strategies: Introduce formal style, i.e. no use of 1st or 2nd person POV, no contractions or slang, eliminate personal pronounsProvide exemplar texts of formal writingModel revising texts from informal to formal writingFormal style is first taught in 6th grade Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Establish and maintain a formal style Sample Strategies: Model, review and provide exemplars of writing using samples that use formal styleModel revising texts from informal writing to formal writingSample Task:Sample Task: W1: e: 6thW1: e: 7th6th Jump7th Provide a concluding statement or section supporting the argument presentedSample Strategies: Model writing concluding statements that follow and prove the argumentFormal style is first taught in 6th grade Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Provide a concluding statement or section that follows from the argument providedSample Strategies: Model writing concluding statements that follow and support the argument presentedProvide exemplars of concluding statements and concluding paragraphs in argumentative writing Sample Task:Sample Task: REF W1 \h W1 , REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W2 Overview: 6thW2 Overview: 7th6th Jump7th Write informative/explanatory pieces to examine a topic and convey ideas through the selection, organization, and analysis of relevant content.Students should: Write several short informational constructed responses throughout the yearWrite at least one extended (2 or more paragraphs) response during the yearBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Write informative/explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Students should: Write extended essays as well as one or two paragraph responsesComplete a minimum of one large independent essay Include a variety of evidence such as paraphrase, summary, and direct quote which explain and support the argument3 source minimumSample Task:Sample Task:W2: a: 6thW2: a: 7th6th Jump7th Introduce topic; organize ideas using various strategies: definition, classification, compare/contrast, and cause effect. Include formatting when useful.Sample Strategies: Model introducing a topic Review and model different types of graphics and formatting (heading, italics, bold words) and how to purposefully include them in informational writing when useful to aid in comprehension Review, identify, and model: Definition Classification Compare/Contrast Cause and Effect 12387669161200Organize reasons Clearly preview what is to followBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Introduce a topic clearly; preview what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect. Include formatting when useful for aiding comprehension. Sample Strategies: Preview the topic and write an introduction clearly previewing what is to follow (thesis statement)Model the following text structures:DefinitionClassificationComparison/Contrast Cause/EffectTeach students to choose the appropriate strategy for their writingModel to students how to properly use illustrations and graphics to gather information and aid in comprehension Have students incorporate graphics in writing when usefulSample task: Sample task: W2: b: 6thW2: b: 7th6th Jump7th Develop the topic with relevant facts and details.Teaching Strategies: Vocabulary lesson on relevant facts. What makes facts relevant? Teach what facts support what reasons/answersTeach and model why chosen facts are relevant Students should move to more logical reasons and credible sourcesBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Develop the topic with relevant fact, definitions, concrete details, quotations, or other information and examplesSample Strategies: Model developing the topic with relevant facts, definitions, concrete details, and quotationsProvide exemplar writing examplesModel RACE strategy as format for body paragraphsSample Task:Sample Task: W2: c: 6thW2: c: 7th6th Jump7th Use appropriate transitions to clarify the relationship among ideas and conceptsSample Strategies: Model appropriate transition words/phrases for specific text organization (for example, in contrast, likewise, therefore, however, furthermore)Model students how to use appropriate transitions for clarity1083826209117Simply clarify relationships among ideas and concepts Create cohesion Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Sample Strategies: Model use of appropriate transition words and introduce higher level transitions while modeling how to correctly incorporate them into writingModel use of words, phrases, and clauses that not only clarify relationships but also provide cohesion and are specific to informational writingModel appropriate text structures for each different text structureSample task: Sample Task:W2: d: 6thW2: d: 7th6th Jump7th Use precise language and vocabulary to inform about or explain the topic (see common vocabulary)Sample Strategies: Model how to pull out key vocabulary in textModel appropriate word choice, domain-specific content, and vocabularyGrade specific vocabulary (see common vocabulary)Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use precise language and domain-specific vocabulary to inform about or explain the topic (see common vocabulary)Sample Strategies: Model appropriate word choice and domain and content specific vocabulary Use the RACES strategy to help restate the question using words from the question or prompt to help guide the writingSample task: Sample task: W2: e: 6thW2: e: 7th6th Jump7th Establish and maintain formal styleSample Strategies: Introduce formal style, i.e. no use of 1st or 2nd person POV, no contractions or slang, eliminate personal pronounsProvide exemplar texts of formal writingModel revising texts from informal to formal style Formal style is first taught in 6th grade Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Establish and maintain formal styleSample Strategies: Model, review and provide exemplars of writing using samples that use formal styleModel revising texts from informal writing to formal writingSample task: Sample task: W2: f: 6thW2: f: 7th6th Jump7th Provide a concluding statement or section supporting the information or explanationSample Strategies: Model writing concluding statements that follow and support the information and explanation presentedProvide exemplars of concluding statements and concluding paragraphs in informational/explanatory writing Focus on supporting the information presented.Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Provide a concluding statement or section that follows from and supports the information or explanation presented.Sample Strategies: Model writing concluding statements that follow and support the information presentedProvide exemplars of concluding statements and concluding paragraphs in informational writingSample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W3 Overview: 6thW3 Overview: 7th6th Jump7th Write narrative to develop real or imagine experiences or events using effective technique, descriptive detail, and well-structured event sequences..Students should: Create a narrative in 1st person and 3rd person point of view Review elements of plotDetailed support must be relevantBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive detail, and well-structured event sequencesStudents should: Construct several of the following:Personal NarrativeNarrative fiction (3rd person) Rewrite an excerpt of a short story from a different perspective Journal – write about an event from a character’s point of view Sample task: Sample task: W3: a: 6thW3: a: 7th6th Jump7th Engage and orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Sample Strategies: Model how to establish context including a narrator and charactersModel sequencing that unfolds naturally and logically Model different ways to engage the reader in the introduction Use exemplar texts and mentor texts. Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Sample Strategies: Model writing introductions – provide exemplars Lessons on how to engage the reader (hook) by:Previewing the topic Establishing a contextIntroducing charactersDetermining the narrator Model sequencing that unfolds naturally and logically Model how to establish a point of view – lessons on changing the point of view of a text Model perspective Sample task: Sample task: W3: b: 6thW3: b: 7th6th Jump7th Use narrative techniques (such as dialogue, pacing, and description) to develop experiences events, and/or charactersSample Strategies: Model how to develop the narrative through dialogue, pacing and descriptionModel:How to punctuate and space dialogueHow dialogue can advance the plot Character development and pacing of plot Students should move to more logical reasons and credible sourcesBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use narrative techniques – such as dialogue, pacing, and description – to develop experiences, events, and/or charactersSample Strategies: Model how to develop the narrative through dialogue, pacing and descriptionModel:Dialogue and how it advances the plotHow students can include dialogue in narrative writing How to correctly punctuate dialogue Work with students on including descriptive words and phrases in narrative writing Model point of view, tone, and precise word choice Sample task: Sample task: W3: c: 6thW3: c: 7th6th Jump7th Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another Sample Strategies: Teach students how to include transition words, phrases, and clauses to convey sequence and signal shifts in time Model the use of transitional words, phrases, and clauses to manage sequence of events139076387541Manage sequence Signal shifts from one time frame to another Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. Sample Strategies: Model the use of transition words, phrases, and clauses to convey and signal shifts from one time frame or setting to anotherModel transitioning between paragraphs – make sure students are starting new paragraphs when transitioning from one setting or time to another Provide students with narrative texts that demonstrate how authors shift time frames and settingsSample task: Sample task: W3: d: 6thW3: d: 7th6th Jump7th Use concrete words and phrases and sensory details to convey experiences and events precisely. Sample Strategies: Model using precise words/phrases, sensory language, and relevant descriptive details to convey an experienceModel how to revise simple sentences using figurative language and sensory details to make them more vividModel how to delete and replace overused words Use lessons focused on changing the connotation of words to change tone and mood238579091612Convey experiences and events Capture the action Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and eventsSample Strategies: Model the use of figurative language in writing; have students identify and use figurative language throughout writingHelp students identify and highlight sensory details/figurative language in storiesHelp students identify vivid action scenes in literature Sample task: Sample task: W3: e: 6thW3: e: 7th6th Jump7th Provide a conclusion that follows from the narrated experiences or events.Sample Strategies: Model writing a conclusion that follows narrated experiences/eventsModel how to end narrative to resolve any conflict presented and not leave any questions in the reader’s mindModel writing conclusions to unfinished narratives, rewriting conclusions, and being able to justify how conclusions are reasonable and consistent with the existing context of the story169841131342900Conlusion should follow from experiences and events Follow and reflect on experiences and eventsBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Provide a conclusion that follows from and reflects on the narrated experiences or events Sample Strategies: Allow students to reflect on real-life experiences and convey what they learned or concluded from the experienceReview plot diagrams to ensure understanding of how a story unfolds Model adding conclusions to unfinished narrativesPractice writing narratives with alternate endingsSample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W4: 6thW4: 7th6th Jump7th Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Sample Strategies: Model appropriate style of writing – show exemplarsProvide exemplars in different styles of writingUse peer editing and revising Use of pairing and sharing using checklistsBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Sample Strategies: Model appropriate styles of writing – show exemplars Identify the audience, task, and purpose Model differences in style and tone with regard to audienceUse graphic organizers to aid in story development Sample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W5: 6thW5: 7th6th Jump7th With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including Sixth Grade). Sample Strategies: Review editing expectations L1-L3 (up to and including current grade level)Use graphic organizers for planning and peer revising Lessons on style and toneTeacher conferencing with student after peer revising and editingLessons on pronouns (case, number, person, inappropriate shifts, vague)Lessons on commas, parenthesis, and dashes to sett of appositives and nonrestrictive clausesLessons on using correct sentence structure Lessons on varying sentence structureFocus shifts to how well purpose and audience have been addressedBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7). Sample Strategies: Model editing expectations L1-L3 (up to and including the current grade level)Model use of webs and graphic organizers for planning writing for the different genresModel editing and revising using revising strategies specific to each genreTeacher conferencing with student after peer revising and editingSample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W6: 6thW6: 7th6th Jump7th Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with othersSample Strategies: Begin the year with guidance and support in using technology, especially in formatting. Provide help when neededModel how to format for published writingModel using Google Docs and Google Drive appropriatelyMove to linking and citing sourcesBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Sample Strategies: Students use technology independently Model citing sources using MLA styleModel lessons on linking sourcesModel utilizing Google docs, slides and Google drive Sample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W8 \h W8, REF W9 \h W9, REF W10 \h W10W7: 6thW7: 7th6th Jump7th Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.Sample Strategies: Model how to conduct short research based on background information on a specific class novel or short story using a list of credible sources Model how to search on search engines using appropriate topic related keywords Model finding credible and reliable sourcesGenerate additional questions when appropriate for further research and questions. Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Sample Strategies: Teachers provide short research based questions that may be linked to a novel study, short story, poem, or informational text to allow for a deeper understanding of the text Model finding a variety of credible sources to help answer questionsModel how to generate additional questions related to the topicSample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W9 \h W9, REF W10 \h W10W8: 6thW8: 7th6th Jump7th Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Sample Strategies: Model paraphrasing with exemplarsModel finding credible and reliable sourcesModel how to introduce quotations effectively Lessons on plagiarism: what it is and what it looks like Model how to correct plagiarismModel how to find copyright information from a variety of sourcesLearn to use search terms effectively and follow a standard format for citation. Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.Sample Strategies: Model use of MLA format used in English instruction Model how to use search terms effectively Review plagiarism and provide instruction on how to avoid plagiarism Model paraphrasing and quotations and provide exemplarsSample task: Sample task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W10 \h W10W9: 6thW9: 7th5th Jump6th Draw evidence from literary or informational texts to support analysis, reflection, and research. Sample Strategies: Apply grade level reading standards for both literature and informational textsBuild on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Draw evidence from literary or informational texts to support analysis, reflection, and research. Sample Strategies: Apply grade level reading standards for both literature and informational textsSample Task:Sample Task: REF W1 \h W1, REF W2 \h W2, REF W3 \h W3, REF W4 \h W4, REF W5 \h W5, REF W6 \h W6, REF W7 \h W7, REF W8 \h W8, REF W9 \h W9W10: 6thW10: 7th6th Jump7th Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two). Refine writing to focus on discipline specific tasks, purposes, and audiences.Build on ideas introduced in 6th and expand.By the end of 6th grade, teachers should transition students to the common vocabulary of 7th grade (see Teacher Guidance Document). Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences. Sample task: Sample task: ................
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